Teaching and Learning Policy - 1819


Sutton in Craven Community Primary School is a school that centres on children; what they need, how they learn and how they develop as citizens. Our children are happy and secure at school and the ethos of putting children first is reflected in every aspect of our day to day practice.

We believe that children have a RIGHT to receive outstanding teaching, to enable them to access outstanding learning.

Teachers and teaching assistants will:

  • Ensure high quality teaching for all children, delivered by the class teacher (Wave 1 provision)
  • Have high behaviour expectations of all pupils at all times.
  • Strive to ensure they have excellent subject knowledge and understanding
  • Be proactive at managing their own CPD to make sure they have an understanding of and interest in how children learn
  • Use questioning effectively to establish the level of understanding and extend it
  • Make links to previous lessons so that the past learning is extended and built upon
  • Ensure misconceptions are identified and addressed quickly
  •  Use time in lessons effectively to promote progress
  • Plan differently supported tasks which challenge and support all children
  • Ensure that all children have equal access to support and both independent and adult led learning opportunities throughout the week
  • Identify barriers to learning and put strategies in place to overcome them
  • Ensure an inclusive approach to diversity.
  • Ensure good quality resources are available for pupils to use
  • Create an engaging learning environment in which pupils listen attentively and apply themselves fully to tasks given
  • Manage the classroom environment on a way that promotes learning and independence.

Early Years Foundation Stage

Children in Reception follow the play based Early Years Foundation Stage curriculum. As such, children can access a broad range of areas of provision, inside and outside. Teaching is tailored to the interests of children. All practitioners in Foundation Stage take on the roles of teacher, facilitator and assessor, engaging which children in their play in order to move learning on.

Children learn early reading and writing through a daily phonics session which builds on prior learning. It is differentiated according to need and highly structured. Phonics skills are reinforced through children’s play and provision.

Children’s early number, calculation and measuring skills are developed through a daily focussed mathematics session, and with provision that reflects the children’s current learning needs.

Key stage 1 and 2

All children follow the National Curriculum in Key Stages 1 and 2. In Year 1 teaching reflects the practice in Early Years at the start of the year and develops so that pupils are ready for a more formal approach in Year 2.

All teaching is structured to maximise learning opportunities and lessons are planned in accordance with the following principles:

The teaching will build on previous learning

It will give pupils the “big picture” of the lesson and ensure they understand why the lesson is important

The teacher will share the learning objectives and children should help determine success criteria for the lesson

Opportunities for self-initiated learning will be encouraged

Lessons will allow opportunities for the pupils to build up their understanding through various activities and opportunities to talk about their learning with their peers

Teaching will afford children opportunities to review what has been learned.

Thorough planning which is tailored to need enables all pupils to make progress in every session. Long and medium term plans are crafted to ensure full coverage of the National Curriculum. Short term plans are flexible and responsive.  They are adapted according to pupils’ prior understanding and are designed to build on previous learning.

Although pupils move through the curriculum at broadly the same pace some will require support and others greater challenge.  The aim of the teacher is to design learning experiences that enable as many pupils as possible to master the concepts and skills being taught and apply them confidently.

When pupils encounter barriers to their learning and fall behind the teacher will first intervene and if further support is needed will discuss the pupil’s needs with the SENCo or Deputy Head.  A short term intervention may then be put in place for the pupil to access in addition to the usual core teaching.

In FS, KS1 and KS2 teaching ensures that learning opportunities are made available to the children that take account of visual, auditory and kinaesthetic learning styles.

Such opportunities include:

  • investigation and problem solving;
  • research and finding out;
  • group work;
  • paired work;
  • independent work;
  • whole-class work;
  • asking and answering questions;
  • use of ICT;
  • visits to places of educational interest;
  • visitors into our school
  • creative activities;
  • debates, role-plays and oral presentations;
  • drama
  • designing and making things;
  • global work
  • participation in athletic or physical activity
  • outside learning
  • Work in the community
  • Pupil voice groups
  • Philosophy for Children

Our teaching takes into account the needs of all groups of learners, (boys, girls, disadvantaged pupils, pupils with special educational needs or disabilities, (SEND), previously more able, learners with English as an additional language (EAL), learners with social and emotional needs, looked after children and all other specific needs) and in keeping with our ethos of putting the child first we aim to teach in a way that meets the child where they are, considers all their barriers to learning and gives them the best chance of success.

Children sit in mixed ability groups and these are changed on a regular basis. A growth mind-set towards learning is encouraged.

Developing learners with high expectations and a love of learning.

Children have the right to receive outstanding teaching to enable them to access outstanding learning.  Our child centred approach, linked with a determination the every child should be given the best possible opportunities to succeed, guide all our teaching and learning.  Effort is praised and the link between effort and success made clear to children.  Good quality work is expected and celebrated through display and the reward system.  Positive reinforcement and developing self-belief and self-esteem are key features of the vocabulary we use with children. 

Our curriculum has built into it many enrichment opportunities.  Whole school events and learning with children of different ages are key features of our school.

We provide a range of extracurricular activities which are accessed by many children and celebrated in our Friday assemblies. There is a range of after school clubs for pupils to extend their enjoyment of learning and we employ a sports TA who coordinates after school clubs twice a week and training sessions at lunchtime.  Many opportunities for families to get involved in learning are planned throughout the year.

Opportunity is given for each pupil to be member of a Pupil Voice group and all Y6 children are Young leaders.  Our children have a voice within school and develop into confident and well equipped lifelong learners. Our fundraising group promote charitable activities which are a distinguishing feature of the school.

We have a rich and exciting curriculum.  The National Curriculum (2014) is the basis for all our teaching but we aim to enhance and enrich this in many ways. Our curriculum is designed to promote areas our children need and to provide them with engaging learning opportunities and a broad and balanced curriculum.

Our mornings are primarily devoted to developing the core subjects of Literacy and Maths and we use the time efficiently to ensure all the skills needed are taught and practiced. 

Skills and knowledge for foundation subjects are taught in a cross curricular way, covering the skills and content of the National Curriculum 2014.   Our themes link different areas of the curriculum and give a purpose to learning.  Our yearly plan is devised as a whole teaching team, overseen by the Deputy Head, and paired planning takes place with Y1/2, Y3/4, and Y5/6 teachers. Science is linked where possible but it is also taught as a discrete subject.

Every opportunity to enhance the curriculum is seized and a programme of enrichment whole school events is planned each year.

Each week pupils will be taught all areas of the National Curriculum, PSHCE, RE and have a daily act of worship. At least 2 hours are devoted to physical activity each week.

We ensure that all tasks and activities that the children do are safe. When we plan to take children out of school, we first inform parents and obtain their permission. In so doing, we follow the North Yorkshire County Council guidance on Off-Site visits. Staff complete detailed risk assessments which are authorised by the Head teacher.

Collective Worship

Collective Worship is a time when the whole school, or groups within the school meet together in order to consider and reflect on common concerns, issues and interests. It offers all pupils an opportunity to worship through engaging in relevant, meaningful experiences and provides opportunities for the pupils’ spiritual, moral, social and cultural development. Assemblies are often based on a question which all classes consider.

All children enjoy collective worship daily.

Sex and Relationships Education

Sutton CP School is a healthy school and as such has a commitment to Sex and Relationships education. Sex and relationship education is delivered through science, RE, PSHE and citizenship.  Sex and relationship education is taught by classroom teachers, teaching assistants and in Years 5 and 6, the school nurse.

A range of teaching methods are used to teach sex and relationship education.  These include use of video, discussion, research, drama.

Using knowledge of pupils' understanding to achieve excellent progress

Secure knowledge of each pupil’s current progress is a core element of teaching and learning at Sutton CP School.

Lesson planning is based on prior learning and throughout the learning process, active, formative assessment is required from teachers, teaching assistants and children to ensure that the expected rate of progress is being made. Every effort is made to respond to pupils’ misconceptions or mistakes at the earliest opportunity to ensure further learning is not hindered in any way. Pupils are expected to respond to feedback given by the teacher and opportunities for this are built into lessons. Feedback may be written or oral depending on the task and needs of the children.  Pupils may also be involved in giving each other feedback.

On going assessments of the core objectives are recorded on Target Tracker and summative assessment collected towards the end of each term.  This data is then discussed in Pupil Progress meetings and actions planned to address weaknesses.

In EYFS, information regarding pupil progress is tracked using Development Matters and evidenced using the Tapestry software. Planning for provision and interventions emerges as a result of this tracking.

Home learning

Home learning is set weekly.  Pupils have a week to complete their work unless it is an especially large project.  Home learning is linked to the work being undertaken in class and includes practice of the basic skills, handwriting, time tables and reading. There is one creative project per half term and one research challenge before each new topic. Children are often encouraged to make choices about their topic home learning is presented. A high standard is always expected. Opportunities are given in class to share good home learning and rewards and acknowledgement given for excellent effort.

The Learning Journal provides a good link between home and school and contains many basic facts for children to learn at home.

Celebrating diversity and showing respect.

All members of staff expect children to show respect to each other and to adults they encounter.  They are quick to challenge any behaviour that does not meet the high standards of the school.

Global awareness is a key area of teaching which should permeate all aspects.  We are working towards achieving the Global award.

Our assemblies each term are based on a series of relevant questions that the staff and children explore together.  This encourages children to think deeply about the world and those in it. It gives opportunity to develop children’s knowledge and understanding of big issues and global dimensions.  In PSHCE we follow the N Yorkshire curriculum which is all inclusive, promotes tolerance and celebrates diversity.  PSHCE is taught weekly as a discrete subject.

RE is also taught as a discrete subject and enhances the children’s understanding of communities outside their current experience. We base our curriculum on the North Yorkshire recommended scheme.

Useful documents linked to this policy